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Cited by 9EFL/ESL Teaching and LearningSecond Language Learning and TeachingEnglish Language Learning and Teaching

Recontextualizing Quality Talk for an Eighth-Grade English Classroom in China

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Wei (魏莉薇), Liwei, Murphy, P. Karen, Wu (吴胜会), Shenghui·2025·ECNU Review of Education
DOI 10.1177/2096531120970174
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Abstract

Purpose: Conducting meaningful interactions in the target language is essential for language learning. However, in many English language classrooms in China, it is rare that students are provided with such opportunities. In the current study, we presented and critically evaluated the implementation of a small-group discussion approach called Quality Talk (QT) in an eighth-grade English language classroom in China. Design/Approach/Methods: One eighth-grade English teacher and 82 eighth-grade students in a public middle school in Beijing participated in the study using a pretest-posttest, quasi-experimental design. Recordings of teacher coaching sessions and student discussions, researchers’ field notes, and participating teacher’s written reflections were used to identify successful practices and lessons learned with respect to the implementation of QT. Implications for future directions were also discussed. Findings: The results revealed that to successfully implement a discourse-intensive pedagogical approach in a large English language class, it is essential that (a) the materials used for discussion closely align with the school curriculum, (b) students are grouped heterogeneously and scaffolded to engage in discussions both in their native and target languages, and (c) student leadership be leveraged to facilitate discussion in each small group. Originality/Value: The present study delineated the details with respect to implementing a discourse-intensive pedagogical approach in an eighth-grade English classroom in China. We derived several key insights from recontextualizing QT in an English learning, large class context in China. These insights might hold the potential to improve the effectiveness of English teaching and learning in China.

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  • Peer-led, open-format discussion approaches were successful in raising Chinese students' reading comprehension skills.

    “peer-led, open-format discussion approaches were successful in raising Chinese students' reading comprehension skills”

    From The Impact of a Dialogic Intervention on a Chinese Rural Teacher and Students' Stances Towards Texts (2025) · cites this paper as Wei, Murphy, and Wu 2020

    The Conclusion (page unavailable) says peer discussions helped Chinese students co-construct understanding of English texts at a higher level, and that cultivating student discussion leaders was a successful practice. It does not establish that an open-format approach raised students’ reading-comprehension skills; the reported success concerns implementing discussions and supporting understanding during them. (LLM, conf=0.84)

    Experimental — accuracy not yet measured

  • Dialogic approaches benefitted teachers' beliefs and their practices in reading instructions.

    “dialogic approaches benefitted teachers' beliefs and their practices in reading instructions (e.g., Cheng et al. 2015;Sun, Zhang, and Li 2020;Wei, Murphy, and Wu 2020).”

    From The Impact of a Dialogic Intervention on a Chinese Rural Teacher and Students' Stances Towards Texts (2025) · cites this paper as Wei, Murphy, and Wu 2020

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Cited by

Sorted by citations

Authors
Wei (魏莉薇), L., Murphy, P. K., & Wu (吴胜会), S.
Affiliations
  • The Pennsylvania State University
  • Pennsylvania State University (US)
  • Beijing No.4 Middle School
ORCID
Murphy, P. Karen
Venue
ECNU Review of Education
Publisher
SAGE Publications
Published
2020-12-16
Volume
8
Issue
2
Pages
508-529
ISSN
  • 2096-5311 (ISSN-L)
  • 2632-1742
DOI
10.1177/2096531120970174
OpenAlex
W3112650358
Cited by
9
References
1
Citations by year
2026: 1 · 2025: 1 · 2024: 3 · 2022: 3 · 2021: 1
FWCI
4.66
Type
journal article
Language
en
Open access
Licence
Locations
  • ECNU Review of Education (publishedVersion, cc-by-nc)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Topics
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Arts and Humanities › Literature and Literary Theory › Second Language Learning and Teaching
  • Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
Keywords
small group discussion, English language teaching, eighth grade students, large classes, heterogeneous grouping, scaffolding, student leadership, teacher coaching, curriculum alignment, English as a foreign language, China

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